Key Messages

  • The sexual and reproductive system is an important system within the human body.
  • The purpose of the sexual reproductive system is to enable humans to be conceived (made) and born.

Learning Intention

Students will: Identify the name, purpose and location of the sexual and reproductive body parts in both ‘typical’ male, ‘typical’ female and all bodies.

Time

40 minutes.

Required Resources

  • Two large sheets of butcher's paper.
  • Marker pens.
  • ‘Different Bodies' teacher reference sheet.
  • Body outlines for printing or viewing & annotating on screen.
Download Required Resources

Teaching Notes

It is important to note that all bodies are different. This can include differences in how someone's body looks or how someone feels about their gender. When we are referring to a person's sex, we often separate bodies into two sexes – male and females. Because of this, the word ‘typically’ is used when referring to specific sexes. Students should be encouraged to apply the information that is fitting for them
and their individual body.

Lead some discussion around gender stereotypes. Children often have fixed ideas about what characteristics make someone a boy or a girl (such as hair length or colour preferences). This activity is a good opportunity to challenge these stereotypes.

Students may use ‘slang’ words for body parts. Correct by saying that in class we will use medical names for private body parts because these are the ones you can use if you need to ask an adult, like a doctor, for help with your body

Procedure

  1. Choose 2 students to draw two body outlines on the large sheet of butcher's paper, or use images provided.
  2. Label one outline ‘Typical male body’ and the other ‘Typical female body’. Students may also enjoy giving names to these characters. Please note: See teaching notes above regarding gender diversity concepts to be covered here.
  3. Students to sit in a circle and place both outlines in the middle of the circle. Students to draw and label each sexual and reproductive body part, including a description and its function in relation to reproduction. Use the teacher reference sheet (included) for more information regarding each body part. Remember to keep the information very simple at this level.
  4. Complete both diagrams.
    Please note: This activity could also be done as a formative evaluation in small groups, or individually, to assess student knowledge.

Questioning

  1. How would a doctor know the gender of a baby when it is born?
  2. How does a person know the gender of others?
  3. What are some similarities between ‘typical’ male and ‘typical’ female bodies?
  4. What are some differences between ‘typical’ male and ‘typical’ female bodies?
  5. What people or sources of information can an individual access if they have any further questions related to the reproductive systems?

Curriculum Information